Percepción de los estudiantes tutorados sobre el programa de tutores pares y su relación con el desempeño académico: evidencia desde el norte de Chile

Abstract

The purpose of this study is to show the relationship between the perception of the dimensions of the Peer Tutoring Program and student academic performance that participated in this program in their first year at university. A quantitative cut case study was conducted in a state university in the north of Chile. For this purpose it was developed and validated a questionnaire that measures the following aspects of the tutoring program: information provided, support provided, infrastructure used, and the tutor's role. The data were processed using Chi square bivariate statistical analysis and Pearson correlations. The results indicated that there was a statistically significant relationship between support provided, the tutor's role, and the tutor's academic performance in their first year at university. This highlights the importance that the support of the Peer Tutoring Program provides for the students and tutors that execute the program.